Reviewed and Approved by Corporation 2 December 2014 Next Review due December 2017
EQUALITY SCHEME
June 2014 to June 2017
Equality Scheme.Policies .lj October12 1 EQUALITY SCHEME
Introduction
This document describes how the College will fulfil its duties to promote equality of opportunity and avoid discrimination in relation to the Equality Act 2010 and the public sector equality duty it describes. It places the promotion of equality and diversity at the centre of our work, both as a provider of education and training and in our action as an employer. The Scheme will be effective from June 2014 to June 2017.
Brockenhurst College is committed to equality and prides itself on its reputation of inclusion for staff and learners. The production of this Scheme allows the College to celebrate the work it is undertaking but also plan for further work within this area.
The Scheme is intended to meet our general and specific duties under the Equality Act 2010. The general duty, which applies to all functions of the organisation, requires the College to: Eliminate unlawful discrimination, harassment and victimisation Advance equality of opportunity Foster good relations. Publish equality information on an annual basis Publish equality objectives every four years
The Scheme is therefore based on the principle that we will take a proactive approach to promoting equality in all its aspects.
The Scheme continues to take account of the ‘protected characteristics’: age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation. It will also take account of marriage and civil partnership where the duty requires it.
Our aims in producing the Equality Scheme are to:
Demonstrate unequivocally the College commitment to promoting equality and diversity, showing how this commitment is clearly related to our strategic priorities and targets, and incorporated into the functioning of the College and its culture. Make best use of College systems to ensure that they integrate action for equality and diversity into all aspects of our work and define lines of accountability Make clear what we are asking of all of those we deliver learning and training to, employ and work with to avoid duplication and confusion Demonstrate how we intend to fulfil statutory requirements to actual and potential learners, employees and other stakeholders.
1. Information about the College
Brockenhurst College serves a large geographical area bordered by Southampton in the east to Salisbury in the north, Poole in the west and the Isle of Wight in the South. The New Forest is central to this area, largely rural and a National Park. However, it also includes larger centres of population such as Hythe, Ringwood, Fordingbridge, Totton, Lymington and New Milton. Brockenhurst village has a station on the main line from Weymouth to Waterloo,
Equality Scheme.Policies .lj October12 2 but public transport is difficult for those living in many of the towns and villages not served by the railway. The College does, however, provide an extensive, subsidised bus service to mitigate for the cost of transport.
The area immediately to the west of the New Forest is Christchurch, followed by the unitary authorities of Bournemouth and then Poole. Christchurch has a population of 47,000, 30% of whom are aged over 65. The population of Bournemouth is 168,000 and that of Poole 142,000. Southampton, immediately to the east of the New Forest, is one of the largest cities in the South East outside of London with a population of 240,000.
There is a sixth form college 10 miles away at Totton, two more in Southampton, one in Eastleigh and FE colleges in Southampton, Eastleigh, Salisbury, Bournemouth and Poole and on the Isle of Wight. Seven local schools have sixth forms. Several private training providers operate in the area, which also contains a number of independent schools, most with their own sixth form. HE institutions in the area are Southampton, Southampton Solent, Bournemouth and Portsmouth Universities and the University of Winchester.
The College, in line with its tertiary mission, is committed to providing a broad curriculum for 14-19 learners, adult learning and skills and responsive training for business. The curriculum offer has broadened significantly in recent years. There is a substantial programme of A levels and a wide range of vocational programmes at all levels. Apprenticeships have grown substantially in number and range in the last 2 years and further development is planned. There is significant, successful provision for unemployed individuals and Foundation Learning provision in response to NEET demand and Raising of the Participation Age. The College has a substantial community-based provision for adult learners including both accredited and leisure courses. It has a strategy for HE development and has held directly funded HEFC places since September 2012. The HE offering is still in its early stages and it is forecast to grow. Additional opportunities for full cost work with employers continue to be identified and international and commercial programmes further developed. The employability skills and global awareness of our learners will be developed further through their programmes of study and through work experience opportunities.
The College’s 16 – 18 students mostly come from partner schools in South West Hampshire, East Dorset, including Christchurch, Bournemouth and Poole, South Wiltshire and the Isle of Wight. Adult (19+) learners are similarly drawn largely from South West Hampshire, East Dorset and South Wiltshire as are most of the employees for whom the College provides training. The majority of the College’s learners come from the New Forest and Waterside. However, about 40% of 16-18 year old learners and 37% of adult learners come from the Bournemouth, Poole and Christchurch areas. This is due to a combination of the College’s strong reputation and good transport links, in particular a regular train service. The proportion of learners enrolled from non-white ethnic backgrounds is 8% (6% for 16 – 19 and 14% for adult learners), which is higher than the proportion in the local population and equals the widest travel to learn area. Equality and diversity measures indicate that learners from different backgrounds are well represented and supported, and achieve and progress well. The College has around 120 international students who make a significant contribution to cultural diversity.
Equality Scheme.Policies .lj October12 3 2. Equality – Vision, Values and Principles
Brockenhurst College is committed to improving equality, eliminating all forms of discrimination, proactively promoting equality and creating an inclusive environment for all who learn and work in our organisation. This commitment is embedded within the Vision, Core Purpose and Key Priorities of the College.
Our Core Values : That learning has the power to unlock the potential of each Our Vision and individual Core Purpose: A belief in educational and social To help people inclusion We care about people make the most We commit to unequivocal of their lives excellence in all we do through That the future should be embraced learning through creativity and innovation
Our Key Priorities : Outstanding learning Preparing our learning community for the future Sustainability and growth
The College’s broad curriculum offer and work within the community and with employers indicates its commitment to developing all learners.
3. Actively Engaging with Learners and Staff
The College has sought the views of learners and staff in the preparation of its original Equality Scheme, and will continue to engage with stakeholders to ensure the Scheme remains pertinent to the needs of the College and its community. This will involve engaging with our employees, learners, and other groups within the wider community.
4. Impact Assessment and Equality Objectives
The College will review all policies and procedures pertaining to learners and staff to ensure account is taken of equality. This review will be undertaken as each document is updated and revised as part of the annual cycle of revision.
Overall responsibility for this process will lie with the Vice Principal who will work with the rest of the Senior Management Team to update policies, and with the Equality of Opportunity Committee assisted by the Head of Division for Supported, Higher, Adult and Professional Education, also Chair of the Equality and Diversity Committee. Matters pertaining to staff will be overseen by the HR representative on the Equality and Diversity committee.
Equality Scheme.Policies .lj October12 4 The College will publish reports pertaining to the progress of minority groups in relation to the majority, and detail plans where any longstanding differences occur.
The College will collect and monitor the following information:
Workforce race, disability, gender and age distribution at different levels of the organisation An indication of the likely representation on sexual orientation and religion/belief An indication of any issues or barriers experienced by transsexual staff Gender pay information Information about occupational segregation Grievance and dismissal information for people with protected characteristics Complaints about discrimination, details and feedback of engagement with staff and trade unions Records of how the College has demonstrated due regard to the aims of the duty in decision-making with regard to employment Details of policies and programmes that have been put into place to address concerns
Where possible, the College will also collect: Return to work rates after maternity leave Success rates of job applicants Take-up of training Applications for promotion and success rates Applications for flexible working Reasons for termination (e.g. retirement) Length of service or time on pay grade Pay gap for other protected groups
The College will continue to collect and use workforce information to evidence that it is meeting the general duty
All members of staff have a requirement to undertake staff development activity in relation to equality and diversity. Specific, targeted training will continue to be offered to refresh key groups of staff.
5. Gathering Information
Arrangements for gathering information regarding staff and learners are in place and robust.
Information regarding the recruitment, development and retention of staff is collated by the Human Resources Department through the Wessex Education Shared Service, and an annual Report and Action Plan that takes account of staffing is presented to the Corporation.
Information regarding the recruitment and achievement of learners is embedded within the reporting processes of the College, with a report presented to the Planning and Advisory Board and the Corporation on an annual basis.
Equality Scheme.Policies .lj October12 5 6. Publication and Action Plan
This Scheme is published on the College website and reference will be made to it in key documents aimed at staff and learners. Feedback will be invited through the College website.
The Activity Plan below will be updated on an annual basis.
Equality Scheme.Policies .lj October12 6 Activity Plan
1. Governance
Aim
To deliver top-level commitment to promoting and embedding equality and diversity as an integral part of how the College is led and governed
Lead responsibility
Chair of Governors
Monitored by
Employment and Personnel Committee
Action How Timescale Outcomes and Output Achieve a diverse membership of Corporation including Search and appointment procedure Continuing Diversity of membership committees process as terms of office end Appoint a governor lead for equality and diversity on the Governor appointed through E&P From Governor lead appointed and working Corporation who will raise awareness of the equality October 2013 procedures established and diversity dimensions of the College’s policies and procedures Set up systems in Human Resources to permit more Regular reporting via HR WESS, supported June 2014 E & D data on staffing characteristics robust monitoring of equality data by directive to declare information via and recruitment practices is published College system (with option to prefer not to on the College website answer)
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2. Learning and Skills
Aim
Raise the quality and improve the choice of learning opportunities for all learners to equip them with the skills for employment, further or higher learning and wider social and community engagement Raise the skills of learners in the College’s catchment area and beyond, giving employers and individuals the skills they need to improve productivity, employability and social cohesion Raise our contribution to economic development locally and regionally through partnership working
Lead responsibility
Senior Management Team
Monitored by
Equality and Diversity Committee, Corporation
Note The groups to which these actions refer are young people and adults. Information and data will be interrogated to reveal differential patterns of under- representation or achievement in specific sub-groups so as to enable improvement targets to be set to narrow gaps where identified.
Action How Timescale Outcomes and Output Analyse patterns of participation, retention, achievement Implement through annual monitoring Annual Robust data informing self-assessment and success for relevant groups (where possible) and process set improvement targets
Develop an action plan to challenge and change current Develop an action plan setting out Annual Increased participation profile for participation trends where necessary detailed impact measures for participation minority learners over the life of this of minority learners, and monitoring any Scheme imbalance issues Changes to any imbalance within the College as necessary Invest in more high-quality provision for learners with Further develop inclusive provision and 2014-17 Detailed needs analysis in place, learning difficulties and/or disabilities and increase the facilities feeding into capital plans number of opportunities to study at the College and its learning centres
Support programmes for learners with learning Ensure curriculum offer is sufficient to December, Self-assessment demonstrates high difficulties and/or disabilities that enable them to meet needs and delivery of courses is of annually quality on appropriate courses progress to greater independence high quality Equality Scheme.Policies .lj October12 8 Action through quality improvement plan February, Appropriate, well resourced curriculum annually in place
Engage different groups in learning Engaging under-represented groups in July, Report mapping current position and learning where necessary annually identifying areas for development
Improve data collection and analysis for student Analyse Individualised Learner Record December, Action plan to address identified performance in regard to diversity measures (ILR) and make available to all College annually equality issues for learning provision staff
Carry out an annual E & D staff survey Electronic survey designed and July, Rich data inform E & D development conducted by HR annually objectives and publishable data Help develop sustainable communities: work to increase Participation in any regional skills Annually College priorities show alignment with the skills and economic inclusion of all groups partnerships, local and multi-area those of partners agreements and city/region strategies Contribution towards targets which will show synergy with local authority and multi-area agreement targets
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3. The Performance of the College
Aim
Raise the performance of the College so that it continually improves its responsiveness as a provider of choice and is valued and recognised for excellence
Lead responsibility
The Principal
Monitored by
Corporation
Action How Timescale Outcomes and Output The College gives priority to equality and diversity Equality Scheme and supporting Annual Planning reflects priorities in relation to documentation update reported issues and sets out strategies to resolve The College complies with statutory requirements in College Self-assessment Report and Annual College Self-assessment Report respect of its provision and services Quality Improvement Plan cycle includes evidence; Quality Improvement Plan includes relevant actions Utilise resources to build the College’s capacity for Allocate resources in order to meet the Annually Systems for involving disabled people equality and diversity activity requirements of equality duties established
Staff aware of statutory requirements Continue to train staff on equality and their implications Maximise support enabling the College to maintain and Supply accurate and up to date data in 2014-2017 Self-assessment shows that there is improve the quality of provision for learners with order to maximise funding high-quality provision for all minority learning difficulties and/or disabilities groups
Training pathways in place for specialist teaching and support staff Respond to new funding arrangements for learners with College is aware of new funding 2014-2017 New funding arrangements are learning difficulties and/or disabilities arrangements implemented
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4. Brockenhurst College as an employer
Aim
To be an organisation that harnesses the talents of all, and does not tolerate any form of discrimination or harassment
Lead responsibility
Deputy Principal, Director of Finance and Corporate Services and HR and L&D Manager
Monitored by
Equality and Diversity Committee, Employment and Personnel Committee
Action How Timescale Outcomes and Output Establish comprehensive monitoring mechanisms for: Further develop a database to ensure Ongoing System in place • recruitment information can be produced to required since • employee profile standards December • employee experience (ie employee surveys) 2011 • retention Collect data and take remedial action Reported within Workforce Development • working pattern (ie claims, fractional full-time) where necessary Annually Plan • workforce development (ie staff development)
Work with staff and advocacy groups to Ongoing Strategies to improve recruitment, improve disclosure in potentially sensitive since 2011 retention and workforce development areas (eg disabilities, ethnicity)
Ensure that our data and its analysis Annually Information available to ensure support meets the requirements of internal and for staff and counter any discrimination external bodies or harassment
Recruit and retain a diverse workforce in line with best Ensure advertising promotes positive Ongoing Procedures for recruitment include a practice action where appropriate and monitor since 2011 check to ensure that positive action is responses being taken where appropriate.
Include a focus on diversity matching of Ongoing Monitoring of the effectiveness of local population profile with College since 2011 advertising in this regard. student and staff profile to identify imbalances
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Develop best practice framework to All staff have equal access in all aspects support all employees Ongoing of employment, measured by attitude since 2011 survey, levels of retention, zero incidence of related grievance and disciplinary cases in the longer term Devise organisational workforce goals. Analyse College data Annually Workforce reflects area
Develop strategies, where necessary, to tackle any Publish revised goals in Single Equality Workforce data shows year-on-year imbalance identified Scheme and deliver through Equality and improved representation by ethnicity, Diversity Action Plan gender and disability in areas or grades where there was proportional under- Use monitoring data as basis for representation research into causes of imbalances and barriers to mobility Any workforce diversity targets set achieved Provide development, career progression and mentoring programmes including positive action where appropriate Review of any Human Resources policies will include a 3-year rolling programme of policy review 2014 - SAR and Workforce Development Plan focus on whether equality/diversity duties have been and impact assessment, with training for 2017 includes details of assessments and addressed staff resulting changes
Review of policy changes resulting from Annually Policies meet statutory requirements legislation Meet equal pay requirements: Analyse data and investigate possible Annually Annual report as part of pay review Assess whether men or women are disadvantaged in causes and identify areas for action in terms of equality of pay and whether College policies consultation with appropriate groups Action plan implemented to address any and practices are contributing to any pay gap including professional bodies and unions pay discrimination
No equal pay claims Demonstrate best practice as an employer and initiate Review benchmarking measures May Information used to support further HR rolling programme for benchmarking, using best annually development and fed into action plan available tools Best available tools chosen and implemented
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5. Impact Assessment and Information
Aim
Use and extend our information base to support our equality and diversity work Achieve a comprehensive programme of impact assessment
Lead responsibility
Vice Principal
Monitored by
SMT, Equality and Diversity Committee, Corporation
Action How Timescale Outcomes and Output Review College policies for their impact on equality and Policies reviewed to determine whether Timing Appropriate action to remedy negative diversity they have a negative, neutral or positive according impact impact on equality and diversity. to policy review
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6. Impact Measures
Aim
Provide measures that will enable overall progress to be judged
Lead responsibility
Deputy Principal, Director of Sixth Form
Monitored by SMT, Equal and Diversity Committee, Corporation
Action How Timescale Outcomes and Output Collect and report on performance data annually Quality cycle July annually Annual report shows evidence of progress Report and disseminate evidence of the benefits of Collect information through quality cycle Annually Used in promotional materials and as action for equality and diversity reporting basis for further action
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